THE ROLE OF LOCAL WISDOM IN ETHNOMUSICOLOGICAL EDUCATION FOR CULTURAL IDENTITY FORMATION: A LITERATURE-BASED CONCEPTUAL ANALYSIS
THE ROLE OF LOCAL WISDOM IN ETHNOMUSICOLOGICAL EDUCATION FOR CULTURAL IDENTITY FORMATION: A LITERATURE-BASED CONCEPTUAL ANALYSIS
DOI:
https://doi.org/10.56107/ijpa.v3i2.253Keywords:
Ethnomusicology, Local Wisdom, Cultural Identity, Music Education, , Critical Pedagogy.Abstract
Amidst the pressures of globalization, schools often struggle to balance the demand for global
competencies with the preservation of local culture. In music education, the dominance of a Westerncentric curriculum can alienate students from their own musical traditions. This paper utilizes a
literature review method to analyze how an ethnomusicological approach, grounded in local
wisdom, can serve as a pedagogical alternative to strengthen students' cultural identity. By
synthesizing various studies, we argue that local wisdom (which includes the social context, function,
and philosophy of music) should be the core of learning, not just supplementary material. The
analysis suggests that engaging students with music from their own cultural environment has the
potential to support identity formation in three aspects: personal (connecting with heritage),
collective (strengthening a sense of community), and intercultural (understanding other cultures
through the lens of one's own). We conclude that applying this approach could shift the function of
the music classroom from a mere technical training space to one of cultural dialogue. The practical
implication points to the need to review curriculum design and teacher training to be more oriented
towards local cultural contexts, in order to foster students who have a deep understanding of their
own roots while being open to the world.
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